1-1 MaryEllen McFaul

Math- Module 3- Grade 1 Module 3 opens in Topic A by extending students’ Kindergarten experiences with direct length comparison to the new learning of indirect comparison whereby the length of one object is used to compare the lengths of two other objects (1.MD.1). Topic B takes longer than and shorter than to a new level of precision by introducing the idea of a length unit.  Centimeter cubes are laid alongside the length of an object as students learn that the total number of cubes laid end to end with no gaps or overlaps represents the length of that object (1.MD.2).  Topic C explores the usefulness of measuring with similar units.  Students measure the same objects from Topic B using two different non-standard units, toothpicks and small paper clips, simultaneously to measure one object and answer the question, “Why do we measure with same-sized length units?” (1.MD.2).  They realize that using iterations of the same unit will yield consistent measurement results.  Similarly, students explore what it means to use a different unit of measurement from their classmates.  Topic C closes with students solving compare with difference unknown problems.  Students use standard units to answer such questions as, “How much longer is the pencil than the marker?” (1.OA.1).  Topic D closes the module as students represent and interpret data (1.MD.4).  They collect data about their classmates and sort that information into three categories.  Using same-sized pictures on squares, students represent this sorted data so that it can be easily compared and described.  Students interpret information presented in the graphs by first determining the number of data points in a given category, for example, “How many students like carrots the best?”  Then, students combine categories, for example, “How many total students like carrots or broccoli the best?”  The module closes with students asking and answering varied questions about data sets, such as “How many students were polled in all?” (put together with result unknown) and “How many more students preferred broccoli to string beans?” (compare with difference unknown) (1.OA.1).  Their work with units representing data points is an application of students’ earlier work with length as they observe that each square can be lightly interpreted as a length unit, which helps them analyze the data.

 ELA- Unit 4- The Reader for Unit 4 is The Green Fern Zoo. The main character, Vern, introduces students to all different types of animals, from mandrills to puffins. While Vern is a fictional character, the information in the book is factual, making this an informational text. In this unit the students will be introduced to the concept of a syllable.   So far, students have encountered only single-syllable words in their Readers. In addition to the past-tense marker –ed, students will continue to work with nouns and verbs in phrases, and be introduced to adjectives. Students will practice identifying and marking nouns, verbs, and adjectives. Verb tense and the concept of past, present, and future will be discussed.

Religion- Unit 3- We Belong to a Church

The children will learn about parishes and ways they can participate in their own parish (food drives, going to mass, bringing up the gifts at mass).  They will also learn about the sacraments, specifically about the sacraments of Baptism and Reconciliation.  

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